Atayal部落國小低年級文化回應課程知識選擇探究：誰的文化？誰的知識論？

A Study of What Kinds of Knowledge Could Be Included into the Culturally Responsive Curriculum for the Grade 1 to 2 at Atayal Tribal Elementary Schools. Whose culture? Whose Epistemology?

本文探討台灣Atayal部落國小發展文化回應課程之知識選擇過程與結果，聚焦討論誰在做決定、依據何種原則選擇知識、知識選擇的結果及其背後的意義等。研究者以質性研究方法蒐集資料，包括：訪談課程決定者及利害關係人、觀察教師教學與學生學習行為、蒐集課程文件資料及其他相關人士與部落人士的意見及撰寫札記等。本研究發現文化回應課程應以Atayal文化及其知識論為選擇範疇，歸納結果有三：1.文化回應課程的知識由Atayal族教師決定最為恰當，利害關係人為部落族人；2.他們依據gaga﹙祖先留下來的話﹚選擇民族知識及文化內容，其次是民族與自然及土地的關係；3.他們設定Atayal的文化回應課程目標在培養學童認識「男狩獵、女織布」的社會角色，優先選擇民族敘事及習得傳統技能的活動。本文討論兩項相關議題：（1）Atayal文化現代化歷史影響課程決定者的知識選擇；（2）課程決定者的文化背景與文化意識差異主導其知識選擇。本文建議，文化回應課程參與者包含主流文化與少數族群教師，成員之間應多對話及澄清彼此文化背景及文化意識的差異，以形成課程知識選擇的共識，及達成文化回應課程的目標。

"The purpose of the study is to reflect the process and the results of the culturally responsive curriculum for the grades 1-2 at Atayal tribal elementary schools in northern Taiwan. The topic research questions were about the participants who selected what kind of curriculum knowledge, cultural contents, activities, and wisdom, what principles were accorded to choose, how the materials were transformed into the curriculum, and what did it mean of the decision-making and results. The research methods of the paper were to take observation, interview, documents collection from the participants and stakeholders, and the research notes during the two-year study period. There were three research founds as follow. The first one was that Atayal teachers were the best decision-makers to include Atayal activities with ceremony and traditional skills, ancestral wisdom, and concepts of sustainable survival to the curriculum and Atayal tribal people was the stakeholders of the school-based curriculum. The second found was that the curriculum content was chose according with Atayal “gaga” and the relationship between Nature and Land and Atayal people. The third found was that Atayal teachers set goals of the culturally responsive curriculum were according the gaga principles of child socialization to nurture the boys to be Atayal hunters and the girls to be Atayal weavers. There were two relevant issues are discussed. One is that because the lives of the Atayal were changed by colonial forces nearly 100 years ago, the uncivilized Atayal living habits were abandoned and excluded from the curriculum. Atayal teachers were heavily affected by the changed Atayal cultural history to select curriculum knowledge. The other issue is that all Atayal and Han teachers of the research made different cultural knowledge choices and teaching behaviors just because they had different cultural background and cultural consciousness usually. Finally, we suggest that the research participants with different culture and cultural consciousness could take more dialogues to communicate the different ideas each other and to form the common sense to select curriculum knowledge and achieve the curriculum goals."